Exploring translingual assessment for learning in multilingual grade 10 afrikaans home language classes

Multilingualism is globally inevitable, yet learners are still subjected to monolingual English and Afrikaans assessment practices. Despite South African policies advocating for multilingualism, monolingual ideologies are still hindering education in South African public schools (Makalela, 2017). This context prompted this study to investigate meaningful ways in, which multilingualism can be used as an intervention strategy for teaching and assessment. The study was conducted within the qualitative research paradigm and adopts a formative intervention case study that is underpinned by the Cultural Historical Activity Theory (CHAT). This case study draws on Sen’s capability approach (CA), which advocates that a person can expand capabilities and achieve if the relevant resources are provided. Purposive sampling was employed to select participants in two Grade 10 classes in a Western Cape school. Teachers, learners, and parents were the main participants. Individual and focus group interviews, qualitative questionnaires, document analysis, and classroom observations were used to collect data. The CA and CHAT were used to analyse the data. The key findings emanating from the study show that isiXhosa learners are undeniably placed at a disadvantage in Afrikaans Home Language classes as learners’ home language is often disregarded as a resource for meaning making due to a lack of clarification on the policy

Grantor dc:publisher.institution

University of the Western Cape

Year dc:date.issued

2023

Author dc:creator

• August, Chantelle Melanie

• monolingualism
• multilingualism
• translanguaging
• meaning making
• assessment

Licence

• https://uwcscholar.uwc.ac.za/bitstreams/926911da-1ce0-4d87-ace4-4b1923769ae3/download